1

Department of Education Studies

SEED 4250.005
SEED 4250.006
SEED 4150 005
SEED 4150 006
SEED 4150 007
Assessment for Diverse and Contemporary Classrooms
Fall 2021

Instructor: Dr. Kevin L. Jones Course Time & Location:

Office: 209 M ECRC
Office Hours: Wednesday 8:00am – 11:00am and Friday 8:00am – 10:00am
Office Phone: 936-468-4074
Email: kevin.jones@sfasu.edu
4250:
Tuesdays and Thursday 9:30am – 10:20am (section 005)
Tuesdays and Thursday 10:30am – 11:20am (section 006)
4150 LAB courses:
Tuesdays 8:30am - 9:20 am (006)
Wednesdays 9:30am – 10:20am (005)
Thursdays 9:30am – 10:20am (007)
Credits: 3

Prerequisites: Prerequisites: HMS 203, SED 370, SED 371, and SED 372 and admission to Teacher Education.

I. Course Description: This course will provide a foundational understanding, both theoretical and practical, of educational
assessment with a focus on diverse populations. Scholars will examine tools for assessments and provide applications of
assessments in music education. In particular, formative and summative assessment methods will receive a strong focus as well
as numerous other assessment strategies for diverse learners including placement, diagnostic, self and peer assessment,
alternative, authentic, and assessment. Measurements, test construction, validity and reliability will also be course topics. The
course will also address standardized testing and data disaggregation. Co-requisite: SED 450L.

Timely Response Statement: I will do my best respond to email inquiries within 72 hours M-F, 8-3 pm, unless I am out of
town at a conference then response time will be within 84 hours. However, due to the COVID pandemic and rapidly changing
and demanding work/home life situations, there may be a possibility that I will not be able to respond in a timely manner.

Diversity Statement: The James I. Perkins College of Education is committed to proactively recruiting and retaining a diverse
faculty, staff, and student population. Through open dialogue, mutual respect, and shared responsibility, faculty, staff, and
students will demonstrate an understanding and sensitivity to ethnicity, race, gender, exceptionalities, culture, language/dialect,
age, social class, family structure, sexual orientation, religion, and spiritual values in order to enhance the quality of life in a
diverse, global community.

II. Intended Learning Outcomes/Goals/Objectives (Program/Student Learning Outcomes):

Program Learning Outcomes:

1. The candidate will develop and adapt content specific instruction based on the needs of diverse students in a global
and digital society.
2. The candidate will develop and adapt data-driven assessment based on the needs of diverse students in a global and
digital society.
3. The candidate will design an effective classroom management plan for diverse learner centered educational settings.
4. The candidate will demonstrate critical pedagogical strategies and professional dispositions through analyses of
contemporary issues in education.
 2
Student Learning Outcomes:

1.Define terms such as assessment, measurement and evaluation in music education.

2. Investigate various conceptual frameworks for assessment.
3. Recognize the importance of assessment in music teaching and curriculum development.
4. Explore history of assessment practices and policies in the United States, including current standards efforts and
professional policies.
5. Discuss and examine teacher-designed measurement tools, their construction and limitations.

A. GOALS AND OBJECTIVES:

COMMISSIONER STANDARDS: ASSESSMENT FOR CONTEMPORARY CLASSROOMS

1D(ii) Teachers validate each student's comments and questions, utilizing them to advance learning for all students.
1F(i) Teachers monitor and assess student progress to ensure that their lessons meet students' needs.
1F(ii) Teachers provide immediate feedback to students in order to reinforce their learning and ensure that they understand key
concepts.
1F(iii) Teachers adjust content delivery in response to student progress through the use of developmentally appropriate
strategies that maximize student engagement.
2B(ii) Teachers understand the unique qualities of students with exceptional needs, including disabilities and giftedness, and
know how to effectively address these needs through instructional strategies and resources.
2(C) Teachers facilitate each student's learning by employing evidence-based practices and concepts related to learning and
social-emotional development.
4D(iv) Teachers communicate regularly, clearly, and appropriately with parents and families about student progress, providing
detailed and constructive feedback and partnering with families in furthering their students' achievement goals.
5A(i) Teachers gauge student progress and ensure student mastery of content knowledge and skills by providing assessments
aligned to instructional objectives and outcomes that are accurate measures of student learning.
5A(ii) Teachers vary methods of assessing learning to accommodate students' learning needs, linguistic differences, and/or
varying levels of background knowledge.
5C(i) Teachers analyze and review data in a timely, thorough, accurate, and appropriate manner, both individually and with
colleagues, to monitor student learning.
5C(ii) Teachers combine results from different measures to develop a holistic picture of students' strengths and learning needs.

PPR TEST FRAMEWORK

2A. Demonstrates knowledge of students with diverse personal and social characteristics (e.g., those related to ethnicity, gender,
language background, exceptionality) and the significance of student diversity for teaching, learning and assessment
3A. Understands the significance of the Texas Essential Knowledge and Skills (TEKS) and of prerequisite knowledge and skills
in determining instructional goals and objectives.
3B. Uses appropriate criteria to evaluate the appropriateness of learning goals and objectives (e.g., clarity; relevance;
significance; age-appropriateness; ability to be assessed; responsiveness to students’ current skills and knowledge, background,
needs and interests; alignment with campus and district goals).
3C. Uses assessment to analyze students’ strengths and needs, evaluate teacher effectiveness and guide instructional planning
for individuals and groups.
3D. Understands the connection between various components of the Texas statewide assessment program, the TEKS and
instruction and analyzes data from state and other assessments using common statistical measures to help identify students’
strengths and needs.
3E. Demonstrates knowledge of various types of materials and resources (including technological resources and resources
outside the school) that may be used to enhance student learning and engagement and evaluates the appropriateness of specific
materials and resources for use in particular situations, to address specific purposes and to meet varied student needs.
4B. Understands that young children think concretely and rely primarily on motor and sensory input and direct experience for
 3
development of skills and knowledge and uses this understanding to plan effective, developmentally appropriate learning
experiences and assessments.
4I. Analyzes ways in which teacher behaviors (e.g., teacher expectations, student grouping practices, teacher-student
interactions) impact student learning and plans instruction and assessment that minimize the effects of negative factors and
enhance all students’ learning
4J. Analyzes ways in which factors in the home and community (e.g., parent expectations, availability of community resources,
community problems) impact student learning and plans instruction and assessment with awareness of social and cultural
factors to enhance all students’ learning.
4K. Understands the importance of self-directed learning and plans instruction and assessment that promote students’
motivation and their sense of ownership of and responsibility for their own learning.
8D. Applies criteria for evaluating the appropriateness of instructional activities, materials, resources and technologies for
students with varied characteristics and needs.
8E. Engages in continuous monitoring of instructional effectiveness
10A. Demonstrates knowledge of the characteristics, uses, advantages and limitations of various assessment methods and
strategies, including technological methods and methods that reflect real-world applications.
10B. Creates assessments that are congruent with instructional goals and objectives and communicates assessment criteria and
standards to students based on high expectations for learning.
10C. Uses appropriate language and formats to provide students with timely, effective feedback that is accurate, constructive,
substantive and specific.
10D. Knows how to promote students’ ability to use feedback and self-assessment to guide and enhance their own learning
13 D. Follows procedures and requirements for maintaining accurate student records

ESL STANDARDS:

7A. Knows basic concepts, issues and practices related to test design, development and interpretation and uses this knowledge
to select, adapt and develop assessments for different purposes in the ESL program (e.g., diagnosis, program evaluation,
proficiency).
7B. Applies knowledge of formal and informal assessments used in the ESL classroom and knows their characteristics, uses and
limitations.
7C. Knows standardized tests commonly used in ESL programs in Texas and knows how to interpret their results.
7F. Knows how to use ongoing assessment to plan and adjust instruction that addresses individual student needs and enables
ESL students to achieve learning goals.
And other standards listed by following this link:

http://www.sfasu.edu/secondaryed/documents/Sec-Ed-Standards-Alignment-and-Key-Assessments.pdf

III. Course Assignments, Activities, Instructional Strategies, use of Technology:

QUALITY OF ASSIGNMENTS:

High quality assignments are expected from every scholar. In order to obtain the full credit for an assignment,
candidates must demonstrate higher order thinking skills (analyze data by applying theoretical and conceptual tools
discussed in the course; construct convincing arguments; integrate information from various sources; evaluate various
theoretical perspectives; etc.).

All writing assignments must be submitted using APA 7th 12-point Times New Roman, double-spaced. Please proof
read your papers before submitting. Points will be deducted for inappropriate format, style, grammar, and spelling
errors. Poorly written papers will be returned and resubmitted with appropriate corrections before credit is earned.
Plagiarized assignments will be given a grade of zero.

All work will be submitted via D2L or Livetext.

 4

Course Expectations

Read all assigned readings, watch all videos, participate in online discussions and actively participate in class sessions.

Course Assignments for 4250

ASSIGNMENTS POINTS DUE DATES

Pictorial Autobiography 100 pts TBA
Assessment Diagnostic 25 pts Sept 2nd
Chapter Reviews (100 pts 300 pts Sept 26th; Nov 14th ; Dec 7th
each)
Assessments (50 pts) 300 pts In class and Lumberjack Café
Action Research 300 pts Oct 21st; Nov 4th
Lesson Planning 400 pts Oct 1st
Data Analysis 600 pts Oct 21st
Assessment Commentary 400 pts Dec 7th
Final Reflection 50 pts December 7th
Total 2115 pts

*Syllabus subject to change

IV. Evaluation and Assessment (Grading):

10% will be deducted for any late assignment. Any assignment submitted more than five days after the due date will
receive a 0 unless you have permission from the professor.

Student grades will be determined by the following criteria:

To determine your grade, take the points earned and divide by the number of points possible. Letter grades for the
course will be determined as follows: 1904-2115%=A, 1692-1903%=B, 1480-1691%=C, 1268-1479%=D, below
1267%= F

Appropriate Terms
You are taking this course to increase your knowledge of assessment in diverse teaching environments. As a result,
there are terms are used to embrace cultural sensitivity. Many terms that you have used in the past reflect the deficit
paradigm and are not culturally sensitive. I embrace the culturally responsive paradigm. It is expected that these terms
be practiced and applied to your written assignments. Below is a list of terms that you are required to use in your
written assignments.
a. Students of color, faculty of color or people of color. These terms are used instead of the term
“minority.” The term “minority” should not be used in any of your writings and points will be
deducted
b. Black and White. Black and White are written with capital letters. Writing these terms with small
letters is not acceptable in any written work. Although, you may see them written with small letters in
your readings.
c. Native American. We do not use “Indian” in the class. Although you may see it written in the text,
articles, book chapters or books, you will not use the term in your assignments. Only the term, Native
American, is acceptable.
 5
d. The “N” word. Under no circumstances will the “N” word be used in any written work or discussion.
It is derogatory and very insensitive.

Pictorial Autobiography (100 pts): Due September 3rd, 2021 by 11:59p.m.

Scholars will share personal and professional experiences though a pictorial autobiography. Everyone has something to
share in this on-line class that is about strategies for teaching in a culturally pluralistic society. As a part of this class,
you are expected to share your personal and professional life experiences. You are to develop an autobiography about
your family, school, work and other social/cultural experiences that you have in a PowerPoint presentation. Begin with
information about your family, school experiences and travel or lived social/cultural experiences. Each slide must have
pictures and text about your experience with the headings below. There should be 7 slides. (SLO 1-2). Then you will
post your summary slide on the discussion board and introduce yourself to at least three other classmates.

1. Title - Name of Student, Class, and Date

2. Introduction – Who are you?
3. Family Information - Discussion about parents, siblings, birthplace, ethnic identification.
4. School Experiences - Discussion about elementary, secondary and college experiences- give pictures and
dates of attendance/graduation.
5. Work Experiences in Education - Discussion about your teaching/ work experiences, if none, then about any
experiences as a volunteer.
6. Professional Goals - Discussion about your future career and steps you are taking to achieve your goals.
7. Summary of autobiography - overview of who you are.

Presentation to Classmates (Pictorial Autobiography) (50 pts): Due Month of September

Scholars will present their summary slide during class to share with classmates. This will support your ability to
make meaningful contributions throughout the semester, especially as it relates to our foundational understanding
of diverse learners.

Grading Rubric for Pictorial Autobiography

Points Grading Criteria Rationale for points
5 Title, Name of Student, Class, and Date 5 = All information included
3 = 1 or more information missing
0=Missing
10 Introduction. Who are you? 10 = Creative introduction, with
pictures
7 = Introduction, no pictures
5 = little information and no
pictures
0 = Missing
20 Family Information (Siblings, Parents, Ethnicity 20 = Pictures and information of
pictures). Share information about parents, siblings, family with names and ethnic
birthplace, ethnic identification identification
15 = Family information some
pictures but no ethnic
identification
10 = Family information no
pictures
0 = Missing
 6
20 School Experiences. Share information about your 20 = Pictures and information of
elementary, secondary and college experiences. Provide school experiences
pictures and dates of graduation. 15 = school experiences some
pictures
10 = school experiences no
pictures
0 = Missing
20 Work Experiences in education. Information about 20 = Pictures and information of
teaching and working experiences with pictures. Share teaching/work experiences with
information about your teaching/work experiences, if names and locations
none, then about any experiences as a volunteer or 15 = Teaching/Working
closely related. experiences but shallow
information and
10 = All other information but no
pictures
0 = Missing
20 Professional Goals with pictures. Share information 20 = Pictures and discussion of
about your future career and steps to achieve your goal. goals
15 = Professional goals with steps
to achieve and pictures
10 = Professional goals but no
steps or pictures
0=Missing
5 Summary of autobiography 5=Visuals of summary and
specific information
2= Summary but no visuals
0=Missing
25 PowerPoint presentation in class (graded separately) 25 = used professional approach
when presenting autobiography
20 = used somewhat professional
approach when presenting
autobiography
15 = used less than professional
approach when presenting
autobiography
0 = missing
100 points

Class Presentations (25 pts): Throughout semester

Scholars will present information regarding class discussions and assignments.

Assessment Diagnostic (25pts): Sept 2nd

Scholars will complete a diagnostic online to assess what they know regarding assessment in music education.

Chapter Review (100 pts): Due 11:59p.m.

Scholars will identify and synthesize the issues in each of the book chapters and write a reflection that is related to
assessment in today’s music classroom. All chapter reviews will be uploaded under each chapter review group.
 7
1. Read each chapter of your required texts. Please note due dates on chapter reviews below.
2. Identify and discuss one point from each chapter that impacted you.
3. Find one additional reference to support your points and discuss how the reference relates to your point. References
must have dates between 2015-2021. No credit will be given for earlier dates.
4. Review chapter points and reference support and discuss your personal reflections as they relate to assessment in
today’s music classroom.

Chapter Reading/Due Dates

There are 7 chapters per set (except for review set 1). Each set has a 10-page limit. You have 3 sets of chapter reviews.

Set # Shaw DeLorenzo White Tenam- Due Date

Zemach &
Flynn
Review Set 1 1,2, 2,9 2,3 none September 12th
Review Set 2 3,5,6, 10,11 4, 13 October 24th
Review Set 3 7,8,9 12 5,7 1 December 7th

Grading Rubric for Chapter Reviews

Points Grading Rationale

15 Part 1 - Discussion of chapter point
15 = Detailed discussion of chapter point with underlined point identified
10 = Chapter point was discussed in some detail. Did not underline or identify point
7= Chapter point too shallow
0 = Did not follow directions
10 Part 2 – Discussion of reference as related to chapter points
10 = Discussed reference about chapter point in detail
8 = Use old reference but discussed chapter point in detail
0 = Did not follow direction or used old reference and little details
15 Part 3 – Personal reflections
15 = Shared how the chapter point influences issues in music education. Used specific
examples.
10 = Just listed with little or no examples
0= Did not follow directions
10 Part 4 – References cited correctly in APA style
10 = all citations were correct
8 = Only 1 cited incorrectly
5 = Two or more cited incorrectly
50 Total points for all chapter reviews will be 100 points.

Chapter Review Format: The point for each chapter review should be discussed in single-spaced in 10 - 12 font. An example
of a review format is below. Remember each review has four parts as noted in the grading rubric. All chapter reviews must
follow the example included. Reviews that do not follow the format will not be graded. All chapter reviews should be
uploaded by 11:59p.m. on the due date.

ALL REVIEWS MUST FOLLOW THIS EXAMPLE.

NAME: Robert J. Johnson Email: kevin.jones@sfasu.edu Date: January 23, XXXX


Chapter # and Name -
Author
Chapter 4 Lomawaima,
Educating Native Americans
– K. Williams
Chapter 6 A different mirror
- Takaki
Chapter 7 We can’t teach,
what we don’t know -
Howard
Reference Support: Marinez,
1995 (additional source that
links chapter points to
assessment in music education)
Reflections (combination of
all the readings) Share how
the chapter points influence
assessment in music education
8
Discussion Points
Note: Identify the points in bold, then write your discussion. See example
below.
Oppression of Native Americans. Native Americans have been an
oppressed group of people for many years. Some of the ways they have
been oppressed have been through relocation of entire tribes, conversion
to other religions, primarily Christianity, and segregation from public
schools. Another way they have been oppressed is through stereotyping.
For example, it is believed that all Native Americans are from the same
group of people having the same beliefs, attitudes, language, and cultural
background. In fact, according to Lomawaima (2004) each Native
American group has its own unique dialect, traditions, beliefs, history,
and background. Many Native American groups use their genetic make-
up for tribal membership. Some Native American groups use proficient
use of their spoken language to gain membership rights. The federal
government for example requires that a person produce a certificate for
proof of affiliation to a Native American group. This certificate must
certify that they have at least one forth “blood quantum” to qualify for
federal scholarship money (Lomawaima, 2004).
Education of Native Americans. Takaki makes another interesting point
about the historical background on the education of Native Americans.
Native Americans have consistently led all groups of people in school
dropout rates. In a 1980 study covering virtually 60,000 students
concluded that the dropout rate for Native Americans was nearly 30%,
while other groups reported dropout rates of 18%, 14%, 11%, and 3%
respectively. However, data from studies like the one in 1980 are not very
accurate due to very unclear identification rules for a person who is
affiliated with Native American groups.
Equality Issue. Howard states “At its conception, our nation was
dedicated to the proposition of equality” (p.16). Equality yes, but for
whom? Our Constitution was drawn up by elite White men, many of them
slaveholders who were interested in protecting the interests of the
plantations. This too gets conveniently left out of the spotlight.
In one school in Tucson, Arizona the dropout rate for Native Americans is
on the decline due in large part of a “bicultural curriculum.” Students are
not only learning the English language, but they are also learning how to
speak their native language. Unlike the former BIA schools of the past,
the schools in Tucson focus on cultural heritage, traditions, and native
languages (Martinez, 1999). The Ha:San school integrates traditional
language into one of their botany classes through a tribal elder advisor.
According to Martinez if the student’s cultural background is never
mentioned during instruction, they will make the association that their
culture is not very significant.
In one school in Tucson, Arizona the dropout rate for Native Americans
are on the decline due in large part of a “bicultural curriculum.” Students
are not only learning the English language, but they are also learning how
to speak their native language. Unlike the former BIA schools of the past,
the schools in Tucson focus on cultural heritage, traditions, and native
languages (Martinez, 1999). The Ha:San school integrates traditional
language into one of their botany classes through a tribal elder advisor.

References – Cited in correct
APA style
9
According to Martinez if the student’s cultural background is never
mentioned during instruction, they will make the association that their
culture is not very significant.
Lomawaima, K.T. (2004). Educating Native Americans. In J. A. Banks &
C.M. Banks (Eds.), Handbook of research of multicultural education,
(2nd ed., pp. 442-449). NY: Macmillan Publishing Co.
Martinez, P. (1995). Arizona antidote to Native American dropout rates.
Christian Science Monitor, 91(111), 3.
Takaki, R. (1993). A different mirror: A history of multicultural America.
Boston, MA: Little, Brown and Company.
Howard, G. (2006). We can’t teach what we don’t know: White teachers,
multiracial schools. NY: Teachers College Press.

Assessments (50 pts): Will complete throughout semester must submit all six by December 7th 11:59pm

Scholars will build six assessments. For this assignment, you will experience designing your own teacher-made
assessments. It builds on the classroom work that we have researched designing assessments in performative settings. It
will be based on a unit of instruction and lesson plans over multiple weeks. You will create or identify teacher-made
summative and formative assessments that will evaluate objective knowledge and skills contained within the unit. It
requires the creation of an approach to assessment that uses some combination of self-assessment, student reflection,
and/or rubric construction that addresses assessment for some aspect of the unit instruction and for a performative
assignment such as a composition, improvisation, music listening task, or performance. There are four assessments
with two diagnostic, two formative, two summative assessments. Each assessment has a 2-page limit.

Grading Rubric for Assessments

Points Grading Rationale

10 Type of Assessment
10= identified four assessments and labeled formative, summative and diagnostic
8=identified four assessments but did not label formative or summative
5=identified less than four assessments and did not label formative or summative
0=Did not follow instructions
10 Example
10= Provided 4 actual examples of each assessment
8= provided 3 actual examples of each assessment
5= provided less than 3 actual examples of each assessment
0=Did not follow instructions
10 Rationale for assessment.
10 = Detailed rationale for assessment, type of assessment with the name of the assessment
underlined
8 = Example assessment provided but rationale not clear. Did not underline or identify type
of assessment
5= rationale too shallow
0 = Did not follow directions
10 Discussion of reference as related to assessment example
10 = Discussed reference support about assessment example in detail
8 = Discussed assessment example in detail but reference support was vague
0 = Did not follow directions or little details
5 Personal reflections
5 = Shared how the assessment impact issues in music education. Used specific examples.
 10
3 = Discussed with little or no examples
0= did not follow directions
5 References cited correctly in APA style 1= All cited correctly
5 = all citations were correct
2 = one or more cited incorrectly
0 = missing
50 Total points for the assessments will be 300 points.

ALL ASSESSMENTS MUST FOLLOW THIS EXAMPLE

NAME: Robert J. Johnson Email: kevin.jones@sfasu.edu Date: January 23, XXXX

Type of Assessment – be sure
to indicate if it is formative
or summative in this column
Rationale for Assessment
Reference Support: Marinez,
1995
Reflections
References - Cited in correct
APA style
Example: Multiple choice, Sight-reading, Authentic Assessment, Exit
Ticket, Entrance Ticket, Group share, etc.
Then identify: if it is formative or summative in this block. Does not
have to be a paragraph. Can be bullet points.
Provide rationale – purpose of assessment
Sentence stems
I chose sightreading as a formative assessment…
In one school in Tucson, Arizona the dropout rate for Native Americans is
on the decline due in large part of a “bicultural curriculum.” Students are
not only learning the English language, but they are also learning how to
speak their native language. Unlike the former BIA schools of the past,
the schools in Tucson focus on cultural heritage, traditions, and native
languages (Martinez, 1999). The Ha:San school integrates traditional
language into one of their botany classes through a tribal elder advisor.
According to Martinez if the student’s cultural background is never
mentioned during instruction, they will make the association that their
culture is not very significant.
Share how the assessment impact issues in education and link them to
education in the United States. Use at least one example. (Answer How?
and Why?)
Lomawaima, K.T. (2004). Educating Native Americans. In J. A. Banks &
C.M. Banks (Eds.), Handbook of research of multicultural education,
(2nd ed., pp. 442-449). NY: Macmillan Publishing Co.
Martinez, P. (1995). Arizona antidote to Native American dropout rates.
Christian Science Monitor, 91(111), 3.
Takaki, R. (1993). A different mirror: A history of multicultural America.
Boston, MA: Little, Brown and Company.
Howard, G. (2006). We can’t teach what we don’t know: White teachers,
multiracial schools. NY: Teachers College Press.

Action Research (300 pts): Due Oct 21st; Nov 4th 11:59pm

Scholars will complete a systematic inquiry of assessment. The scholars will use present students as participants to
collect data on assessment and use these findings to implement an effective approach to assessment.

Lesson Planning (400 pts): Due Sept 23rd 11:59pm

 11
Scholars will upload a lesson plan for teaching a lesson. Be sure your assessment includes a pre-and post-assessment.
Your lesson plan may be for one lesson, one class period, two lessons, two class periods, or even a week of class
periods. It is your choice of time period.

Data Analysis (600 pts): Due Oct 21st 11:59pm

Scholars will analyze the assessments (pre and post) and displaying the data in a chart, and then determining the
efficacy of your teaching the TEKS in your lesson plan.

Final Reflection (50 pts): December 7th 11:59pm.

Scholars will demonstrate evidence of analyzing, evaluating, and contemplating the impact of assessment. There will
be reflective evidence regarding the integration of knowledge of the learner, scholar dispositions, content, and diverse
student needs. The reflection will provide the potential for professional growth and change. Evidence of insight,
deepened understandings and professional growth will be one of many results of this reflective process. This reflection
will provide an impetus leading to reframing the situation and engaging in appropriate future assessment. The reflection
has a 2-page written response limit.

Grading Rubric for Final Reflection

Points Grading Rationale

20 Part 1 – Conceptualization of Assessment

20 = Detailed conceptualization and references from course readings
15 = References from course readings but conceptualization not clear.
10 = conceptualization too shallow
0 = Did not follow directions
30 Part 2 – Personal reflections
30 = Shared how assessments impact issues music education. Shared how you will address
these issues in your music classroom. Used specific examples.
20 = Addressed issues in education but did not relate them to music education and did not
use examples.
15 = Discussed with little or no examples
0= did not follow directions
10 Part 3 – Two pages
10 = reflection was two pages
5 = reflection was more than two pages
0 = missing
50 Total points
*Syllabus subject to change

Course Meeting Dates for LAB 4150

Date Topic
 12
th
Week of September 13 Syllabus Review

Week of October 11th Understanding the Field Experience

Week of November 1st Preparing for the Field Experience

Week of November 29th Final Class Meeting

Course Assignments for LAB 4150

ASSIGNMENTS POINTS DUE DATES

Observation forms (50 pts 100 pts Oct 4th; De
each)
30 hours of observation 150 pts December 7th
Total 250 points

Observation forms Due (100 pts) = Oct 4th; Dec 7th 11:59 p.m.

Scholars will complete two observations form provided to identify specific competencies in instructional practices. Also, in the
section labeled strengths and weaknesses the scholar will provide how the instructional practices will be helpful in the future.
Scholars will demonstrate evidence of analyzing, evaluating, and contemplating through observation feedback. There will be
reflective evidence regarding the integration of knowledge of the learner, scholar dispositions, content, and diverse student
needs. The feedback will provide the potential for professional growth and change. Evidence of insight, deepened
understandings and professional growth will be one of many results of this observation process. This observation will provide
an impetus leading to reframing pedagogies and engaging in appropriate future instructional strategies.

Grading Rubric for Observation Forms

Points Grading Rationale

10 Part 1 – Responded to each section of the observation form
10 = Detailed responses
8 = Responses not clear
6= Responses too shallow
0 = Did not follow directions
10 Part 2 – Strengths (Glows) and Weaknesses (Grows)
10 = Shared how instructional approaches will be useful in the future. Used specific
examples.
8 = Addressed instructional approaches but did not link them to the future and did not use
examples.
3 = Discussed with little or no examples
0= did not follow directions
20 Total points for all observation forms will be 40 points.

Observation hours will be collected throughout the semester.

Scholars will observe public school educational settings for a total 30 hours and capture the experience through observation
forms, reflections, and LiveText.
 13
Grades for Lab section
To determine your grade, take the points earned and divide by the number of points possible. Letter grades for the course will
be determined as follows: 200-250%=A, 149-199%=B, 98-148%=C, 47-97%=D, below 46%= F

V. Tentative Course Outline/Calendar:

Course Schedule for 4250/4150

READINGS TUESDAY THURSDAY ASSIGNMENTS DUE

Section 1 Conceptual
Framework
Week 1 Syllabus Course Introduction Course Introduction
August and Ice Breaker and Ice Breaker
23rd
Week 2 Shaw 1-2; Syllabus overview Lumberjack Café Assessment Diagnostic
August 30th Kaestle; Due Sept 2nd
Swanwick

Week 3 Shaw Chapter Lumberjack Café Pictorial Autobiography

September 1-2 Due TBA
6th
Week 4 White 1-2 4150 Class meeting
September syllabus review)
13th

Section 2:
Resources
for Success
Week 5 Kaestle; Chapter Review set #1
September Swanwick Due Sept 26th
20th Lesson Planning with
Commentary Sept 23rd
Week 6 DeLorenzo
September 9,10,11;
27th Tenam-
Zemach &
Flynn 13

Week 7 White 3,4,5

October 4th DeLorenzo
12; White 2
Week 8 Tenam- 4150 Class meeting
October Zemach &
11th Flynn 1;
Shaw 4;
Seifert &
Sutton;

Week 9 White 3,4,5 Action Research #1

 14
October Data Analysis Due Oct
18th 21st
Week 10 White 3,4,5 Lumberjack Café
October (Action research
25th project #2)
Section 3:
Resources
(application)
in Practice
Week 11 Shaw 5-6 Action Research #2
November 4150 Class meeting
1st
Week 12 Shaw 7 Lumberjack Café Chapter Review Set#2
November
8th
Week 13 Kastner & Student work sample with
November Shouldice feedback Nov 19th
15th

Week 14 Thanksgiving Thanksgiving Break Thanksgiving Break

November Break
22nd
Week 15 Azzara & Lumberjack Café Reflection Due Nov 28th
November Snell 4150 Class meeting
29th Shaw 8-9
Week 16 Teaching Presentation
December video due Dec 2nd
6th Final Reflection Due Dec
7th

VI. Required Readings:

Shaw, B. (2018). Music assessment for better ensembles. New York: Oxford University Press.
White, K. (2017). Softening the edges: Assessment practices that honor k-12 teachers and learners (using responsible
assessment methods in ways that support student engagement). ProQuest Ebook
Central https://ebookcentral.proquest.com

Additional Readings:

DeLorenzo, L. C. (Ed.). (2015). Giving voice to democracy in music education: Diversity and social justice in the
classroom. ProQuest Ebook Central https://ebookcentral.proquest.com
Lebler, D. (2015). Assessment in music education: From policy to practice. Cham: Springer.
Swanwick, P. K., & Swanwick, K. (1999). Teaching music musically. ProQuest Ebook
Central https://ebookcentral.proquest.com
Tenam-Zemach, M., & Flynn, J. E. (Eds.). (2015). Rubric nation: Critical inquiries on the impact of rubrics in
education. ProQuest Ebook Central https://ebookcentral.proquest.com
Walvoord, B.E. & Johnson Anderson, V.A. (1998). Effective Grading: A Tool for Learning and Assessment. San
Francisco: Jossey-Bass.
 15
Additional Resources:

The National Assessment of Educational Progress (NAEP) arts assessment measures students' knowledge and skills in
the arts by asking them to observe, describe, analyze, and evaluate works of music and visual art and to create original
works of visual art. The most recent arts assessment was given in 2016 to approximately 8,800 students in grade 8.
About one-half of eighth-grade students were assessed in music (4,300 students), and the other half were assessed in
visual arts (4,400 students).
https://nces.ed.gov/nationsreportcard/arts/#:~:text=The%20National%20Assessment%20of%20Educational,original
%20works%20of%20visual%20art.
Additional readings will be assigned and /or distributed as the class progresses. These will be provided by the instructor
on D2L.

LiveText Statement:

This course uses the LiveText data management system to collect critical assessments for students who are Perkins
College of Education majors (undergraduate, graduate, and doctoral) or majors in other colleges seeking educator
certification through the Perkins College of Education. Students who do not have an existing LiveText account will
receive an access code via the SFA email system within the first week of class. You will be required to register your
LiveText account, and you will be notified how to do this via email. If you forward your SFA e-mail to another account
and do not receive an e-mail concerning LiveText registration, please be sure to check your junk mail folder and your
spam filter for these e-mails. Once you have received the access code, it is YOUR responsibility to activate the account.
Failure to activate the account and/or submit the required assignment(s) could result in course failure.
If you have questions about obtaining or registering your LiveText account, call ext. 1267 or e-mail
SFALiveText@sfasu.edu. Once LiveText is activated, if you have technical questions, call ext. 7050 or e-mail
livetext@sfasu.edu. Failure to activate the account and/or submit the required assignment(s) within the LiveText
system may result in course failure.
FEM Statement: FEM is used for field experiences and clinical teaching in a way to document the offsite experiences

VII. Course Evaluations:

Near the conclusion of each semester, students in the Perkins College of Education electronically evaluate courses
taken within the PCOE. Evaluation data is used for a variety of important purposes including:

1. Course and program improvement, planning, and accreditation;

2. Instruction evaluation purposes; and
3. Making decisions on faculty tenure, promotion, pay, and retention.
As you evaluate this course, please be thoughtful, thorough, and accurate in completing the evaluation. Please know
that the COE faculty is committed to excellence in teaching and continued improvement. Therefore, your response is
critical!

In the Perkins College of Education, the course evaluation process has been simplified and is completed electronically
through MySFA. Although the instructor will be able to view the names of students who complete the survey, all
ratings and comments are confidential and anonymous, and will not be available to the instructor until after final grades
are posted.

VIII. Student Ethics and Other Policy Information:

Failure Clause: You can immediately earn an F in this course due to the following reasons:
• Your tutoring, e-mentoring, or mentoring school asks for you to be removed
• You have violated state or federal law
 16
• You have violated The Code of Ethics and Standard Practices for Texas Educators
• You have violated school and/or district policy
• You have violated university policy
• Any other egregious acts of non-professional behavior
• You have accumulated 5 unexcused absences in this class
**Note- Students in the secondary and all level education programs (undergraduate and PBIC) must earn a
“C” or better in each pedagogy course before progressing to the next course/level. Students earning a grade
less than “C” in a pedagogy course must repeat the course and earn a “C” or better before the course counts
toward certification.

Attendance

Attendance is mandatory. This course constitutes a portion of your professional preparation. You have two excused
absences. Any more than the allowed absences may result in the lowering of the final grade in the course by a letter.

Class Attendance and Excused Absence: Policy 6.7

Regular, punctual attendance, documented participation, and, if indicated in the syllabus, submission of completed
assignments are expected at all classes, laboratories, and other activities for which the student is registered. Based on
university policy, failure of students to adhere to these requirements shall influence the course grade, financial
assistance, and/or enrollment status. The instructor shall maintain an accurate record of each student’s attendance and
participation as well as note this information in required reports (including the first 12 day attendance report) and in
determining final grades. Students may be excused from attendance for reasons such as health, family emergencies, or
student participation in approved university-sponsored events. However, students are responsible for notifying their
instructors in advance, when possible, for excusable absences. Whether absences are excused or unexcused, a student is
still responsible for all course content and assignments. Students with accepted excuses may be permitted to make up
work for up to three weeks of absences during a semester or one week of a summer term, depending on the nature of
the missed work. Make-up work must be completed as soon as possible after returning from an absence.

Academic Accommodation for Students with Disabilities: Policy 6.1 and 6.6

To obtain disability related accommodations, alternate formats and/or auxiliary aids, students with disabilities must
contact the Office of Disability Services (ODS), Human Services Building, and Room 325, 936-468-3004 as early as
possible in the semester. Once verified, ODS will notify the course instructor and outline the accommodation and/or
auxiliary aids to be provided. Failure to request services in a timely manner may delay your accommodations. For
additional information, go to http://www.sfasu.edu/disabilityservices/

Student Academic Dishonesty: Policy 4.1

Abiding by university policy on academic integrity is a responsibility of all university faculty and students. Faculty
members must promote the components of academic integrity in their instruction, and course syllabi are required to
provide information about penalties for cheating and plagiarism, as well as the appeal process.

Definition of Academic Dishonesty

Academic dishonesty includes both cheating and plagiarism. Cheating includes, but is not limited to:
- using or attempting to use unauthorized materials on any class assignment or exam;
- falsifying or inventing of any information, including citations, on an assignment;
- helping or attempting to help another in an act of cheating or plagiarism.
 17
Plagiarism is presenting the words or ideas of another person as if they were one’s own. Examples of plagiarism
include, but are not limited to:
- submitting an assignment as one's own work when it is at least partly the work of another person;
- submitting a work that has been purchased or otherwise obtained from the Internet or another source;
- incorporating the words or ideas of an author into one's paper or presentation without giving the author credit.

Penalties for Academic Dishonesty

Penalties may include, but are not limited to, reprimand, no credit for the assignment or exam, re-submission of the
work, make-up exam, failure of the course, or expulsion from the university.

Student Appeals
A student who wishes to appeal decisions related to academic dishonesty should follow procedures outlined in
Academic Appeals by Students (6.3).

Withheld Grades: Policy 5.5

At the discretion of the instructor of record and with the approval of the academic unit head, a grade of WH will be
assigned only if the student cannot complete the course work because of unavoidable circumstances. Students must
complete the work by the deadline set by the instructor of record, not to exceed one calendar year from the end of the
semester in which they receive a WH, or the grade automatically becomes an F, except as allowed through policy [i.e.,
Military Service Activation (6.14)]. If students register for the same course in future semesters, the WH will
automatically become an F and will be counted as a repeated course for the purpose of computing the grade point
average.

Student Code of Conduct Policy 10.4

Disruptive Behavior--Interference or disruption of students, faculty, administration, staff, the educational mission, or
routine operations of the university is prohibited. Such activity includes, but is not limited to, behavior in a classroom
or instructional program that interferes with the instructor or presenter’s ability to conduct the class or program, or the
ability of others to profit from the class or program. To remain in the vicinity of activity that is disrupting normal
university functions when requested to leave by a university official is prohibited. The instructor shall have full
discretion over what behavior is appropriate/inappropriate in the classroom. Students who do not attend class regularly
or who perform poorly on class projects/exams may be referred to the Early Alert Program at SFA.

Masks (cloth face coverings) must be worn over the nose and mouth at all times in this class and appropriate physical
distancing must be observed. Students not wearing a mask and/or not observing appropriate physical distancing will be
asked to leave the class. All incidents of not wearing a mask and/or not observing appropriate physical distancing will
be reported to the Office of Student Rights and Responsibilities. Students who are reported for multiple infractions of
not wearing a mask and/or not observing appropriate physical distancing may be subject to disciplinary actions.
https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/cloth-face-cover-guidance.html
https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/social-distancing.html

Students with Disabilities

To obtain disability-related accommodations and / or auxiliary aids, students with disabilities must contact the Office of
Disability Services (ODS), Human Services Building, Room 325 (936) 468-3004 / 468-1004 (TDD) as early as
possible in the semester. Once verified, ODS will notify the course instructor and outline the accommodation and / or
auxiliary aids to be provided. Failure to request services in a timely manner may delay your accommodations. For
additional information, go to http://www.sfasu.edu/disabilityservices/ . Location: Human Services Building, room
325. Phone: (936) 468-3004.
 18

Academic Integrity

Academic integrity is a responsibility of all university faculty and students. Faculty members promote academic
integrity in multiple ways including instruction on the components of academic honesty, as well as abiding by
university polity on penalties for cheating and plagiarism.

Acceptable Student Behavior

Classroom behavior should not interfere with the instructor’s ability to conduct the class or the ability of other students
to learn from the instructional program (see the Student Conduct Code, policy D-34.1). Unacceptable or disruptive
behavior will not be tolerated. Students who disrupt the learning environment may be asked to leave class and may be
subject to judicial, academic or other penalties. This prohibition applies to all instructional forums, including electronic,
classroom, labs, discussion groups, field trips, etc. The instructor shall have full discretion over what behavior is
appropriate/inappropriate in the classroom. Students who do not attend class regularly or who perform poorly on class
projects/exams may be referred to the iCare: Early Alert Program at SFA. Information regarding the iCare program is
found at https://www.sfasu.edu/judicial/earlyalert.asp or call the office at 936-468-2703.

Additional Information:

Code of Ethics for the Texas Educator:

The Texas educator shall comply with standard practices and ethical conduct toward students, professional colleagues,
school officials, parents, and members of the community and shall safeguard academic freedom. The Texas educator, in
maintaining the dignity of the profession, shall respect and obey the law, demonstrate personal integrity, and exemplify
honesty and good moral character. The Texas educator, in exemplifying ethical relations with colleagues, shall extend
just and equitable treatment to all members of the profession. The Texas educator, in accepting a position of public
trust, shall measure success by the progress of each student toward realization of his or her potential as an effective
citizen. The Texas educator, in fulfilling responsibilities in the community, shall cooperate with parents and others to
improve the public schools of the community. This chapter shall apply to educators and candidates for certification.
Please go to TAC 247.2 – Code of Ethics and Standard Practices for Texas Educators. This can be found at
https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=4&ti=19&pt=7&ch=247&rl=Y.

To complete Certification/Licensing Requirements in Texas related to public education and other professional settings,
you will be required to:

1. Candidates must undergo a criminal history background check prior to clinical teaching and prior to employment as an
educator. The public school campuses are responsible for completing the criminal background check. A person who is
enrolled or planning to enroll in a State Board for Educator Certification-approved educator preparation program or
planning to take a certification examination may request a preliminary criminal history evaluation letter regarding the
person's potential ineligibility for certification due to a conviction or deferred adjudication for a felony or misdemeanor
offense.
A Preliminary Criminal History Evaluation is a non-mandatory, non-binding evaluation of an individual’s self-reported
criminal history. In addition, the agency obtains your name-based Texas criminal history information. The service is
provided to the requestor for a non-refundable fee. The requestor will receive an evaluation letter by email
from agency staff advising of potential ineligibility for educator certification.
You are eligible to request a Preliminary Criminal History Evaluation if:
• You enrolled or planning to enroll in an educator preparation program or
• You are planning to take a certification exam for initial educator certification, and
 19
• You have reason to believe that you may be ineligible for educator certification due to a conviction or
deferred adjudication for a felony or misdemeanor offense.

You are not eligible for a preliminary evaluation of your criminal history if you do not have a conviction or deferred
adjudication for a felony or misdemeanor offense.
In addition, you must complete the fingerprinting process when you apply for certification. Participation in the
evaluation does not preclude you from submitting to a national criminal history review at the time you apply for your
educator certification. Your criminal history will be reviewed and you may be subject to an investigation based on that
criminal history, including any information you failed to submit for evaluation.

Additional information can be found at

https://tea.texas.gov/Texas_Educators/Investigations/Preliminary_Criminal_History_Evaluation-FAQs/.

2. Provide one of the following primary ID documents: passport, driver’s license, state or providence ID cards, a national
ID card, or military ID card to take the TExES exams (additional information available at
www.texes.ets.org/registrationBulletin/ <http://www.texes.ets.org/registrationBulletin/>). YOU must provide legal
documentation to be allowed to take these mandated examinations that are related to certification/licensing
requirements in Texas. If you do not have legal documentation, you may want to reconsider your major while at
SFASU.
3. Successfully complete state mandated a fingerprint background check. If you have a history of criminal activity, you
may want to reconsider your major while at SFASU.

For further information concerning this matter, contact Katie Snyder Martin at 936-468-1740 or
snyderke1@sfasu.edu.

Rules for SFA Secondary Students

While Observing, Tutoring, Interning, or Completing Field Experience Hours

1. Dress and grooming should be in keeping with the school’s faculty dress code. Remember that appropriate dress is
helpful in establishing a professional image in the eyes of public school personnel and students. All grooming should
be conservative and under no circumstances violate the student or teacher dress code. If your professor or district
teacher suggests you refrain from wearing certain items and you continue to do so, you will receive a deficiency notice.
2. You should act professionally at all times when interacting with school personnel, students, parents, and other interns.
3. Failure Clause: You may immediately earn an “F” in BOTH SEED 4250 and 4150 due to the following reasons:
• You falsify any records or documents, including hour sheets
• Your placement site teacher or administrator asks for you to be removed
• You have violated state or federal law
• You have violated The Code of Ethics and Standard Practices for Texas Educators
• You have violated school and/or district policy
• You have violated university policy
• Any other egregious acts of non-professional behavior
• You take, consume, sell, provide, or have in your possession, alcohol or illegal drugs in
any form, on a school campus or at an event where you are receiving field experience
hours

I understand that any of the above violations will result in an “F” in BOTH SEED 4250 and 4150, and possible dismissal
from the Secondary Education program and the Educator Preparation Program at SFA as well.

4. You may also earn an “F” in the course or the lab due to the following reasons:
 20
• In SEED 4250 and 4150, you have not completed your required number of field
experience hours.

5. Be respectful of your district teacher and remember that you are a guest in his/her classroom. Never attempt to usurp
his/her authority. If you have issues with your mentor teacher, you are required to inform your university instructor as
soon as possible.
6. Treat your tutoring, interning, or observing like a job. Consider the district teacher your job supervisor and notify them
in advance of any absence. If you sign up to observe, tutor, or intern at a specified time and you cannot attend, please
text or email the district teacher before that class period.

IX. Other Relevant Course Information:

References

Darling-Hammond, L., & Bransford, J. (Eds.). (2007). Preparing teachers for a changing world: What teachers should learn
and be able to do. John Wiley & Sons. Hoboken, NJ.